The author reflects on a family photograph to illustrate how curiosity and emotions shape perception. She argues that intentional thinking, emotional reframing, and collaborative relationships enable authentic, sustainable transformations toward belonging, urging the community to practice curiosity and align mind, body, and brain in interactions.
The author describes how virtual parent support groups expanded access for families of complex outliers (twice-exceptional and profoundly gifted), reducing isolation and enabling cross‑timezone participation, shared resources, and flexible involvement. She invites parents to join or train as SENG SMPG facilitators to build wider supportive communities.
This reflection on Elijah McClain connects his tragic death to misunderstandings about neurological diversity and giftedness, systemic racism, and loss. The author urges understanding, identity and affinity for gifted individuals, honoring empathy exemplified by McClain’s “gratitude bow,” and calls for supportive communities.
During a road trip while recovering from shoulder injuries, a mother observed her twice-exceptional son’s strengths as he navigated trails and supported her. The essay argues that strengths are context-driven, recommends strength-based parenting, and cites neuroscience evidence of brain plasticity to support nurturing children’s strengths.
During a visit to Laguna Beach tide pools, a parent describes discovering a lone fish then a school of fish, which inspired her son to write a spontaneous short story. The post encourages parents to expose children to new experiences, as inspiration can arise unexpectedly and foster creativity.
This brief summarizes Collins’ Culturally Responsive Multi-tiered System of Supports (CR-MTSS), a whole-child framework integrating cognitive, social-emotional and cultural supports to serve twice- and thrice-exceptional learners. It outlines tiered interventions, differentiated instruction, and systems-level components to promote equity and rigorous, culturally relevant learning.
Mark Hess argues gifted boys often experience intense empathy and sensitivity that, when guided, can develop into meaningful leadership. Using classroom examples, he suggests social-emotional lessons delivered in boy-friendly ways help boys belong, practice compassion, and redefine toughness as emotional courage and kindness.
This post explores how graduation rituals—traditional “pomp and circumstance” and culturally specific ceremonies like Lavender and Sankofa—serve as rites of passage. Such ceremonies, including Kente stoles and family participation, affirm cultural heritage, foster belonging, and provide emotional and symbolic support for graduates, especially marginalized students.
Kristina Henry Collins, as SENG President-Elect, urges extending Black History Month reflections into sustained multicultural practice. She emphasizes recognizing, appreciating, and validating culturally and linguistically diverse gifted individuals, partnering to change deficit narratives, and engaging communities, research, and programs to support diverse talent.
A gifted adult describes living with Ehlers‑Danlos Syndrome and chronic pain, explaining symptom tracking, self‑treatment strategies, cognitive impacts of pain, anxiety about long‑term injury, difficulties convincing dismissive doctors, and the importance of using giftedness to advocate for people with disabilities.
